LB 

3aa\ PRIZE, DESIGNS 

^£5 



FOR 



ItmAL SCHOOL BUHDINGS 

Wtih Illustrations 
ctnd 'DescHpfion^j^^ 



By FREDERICR W COK^UKN 




= i 



From the Bducati&nat f*t$hh'^hmg Hots^e 
o/E. L. KEt,£*OGG <© CO.. 61 East Nintfa 
St„ New YorK; aUo Chicago and/B^^^lon 




Class _L3_mi 
Book. 



_^A 



GoRiightF- 



COPYRIGHT DEPOSIT. 



PRIZE DESIGNS 



FOR 



RURAL SCHOOL BUILDINGS 

IVITH ILLUSTRATIONS AND 
DESCRIPTIONS 



BY J 

•FREDERICK W. COBURN 

OF THE EDITORIAL STAFF OF " THE SCHOOL JOURNAL*' 




NEW YORK AND CHICAGO 

E. L. KELLOGG & CO 



The library of 
oongress, 

Two Copies Received 

NOV. 13 190t 

COPYRtQHT ENTRY 

CLASS ««^XXa No 

^o 7 SS- 

COPY B. 






Copyright, 1901, by 

E. L. KELLOGG & CO., 

NEW YORK. 



PEEFACE. 



It is apparent that an increased interest is being 
felt in many parts of the country relative to the 
school building, and with the desire for a pleasing 
general appearance of the school edifice, the subjects 
of lighting and heating (things too long neglected) 
have come to have a greater importance. These 
are discussed in a plain and practical way in this 
little volume, and it is believed that the suggestions 
will prove really helpful to school officials. 

As is shown in this volume, there is no doubt of 
the fact that much ill-health is to be traced 
to confinement in poorly ventilated schoolhouses. 
Children who begin attending school at six years of 
age continue until they are sixteen, thus spending 
ten years in the schoolroom. The school term is 
now in the cities nearly ten months long. There- 
fore the school official who is charged with the duty 
of erecting a new building should resolve that it be 
properly ventilated. 

The subject of lighting is also an important one. 
The old-fashioned schoolhouse had windows on all 
four sides; valuable as light is, cross-rays are irritat- 
ing and injurious. 

3 



4 Preface. 

Good furniture can now be had at remarkably low 
prices. There is no excuse for employing a car- 
penter to make desks and seats. Machinery can out- 
strip hand-work. Fine hard woods, when kept 
smooth and bright, present an exceedingly pleasing 
appearance. 

The effect upon character of a handsome school 
building, properly cared for, is worth taking into 
account. The schoolhouses of fifty years ago were 
in most cases a disgrace to the civilization which 
they represented. But a new era has been inaugu- 
rated, and all those eyesores in rural districts 
are soon to disappear. The danger now is that 
plans will be selected which lack in architectural 
beauty, though costing money enough for what 
might be really good. 

It is to aid in the selection of practical and yet 
beautiful designs for school buildings that this look 
has been ]irepared. 

The publishers have given their efforts since 1874 
to elevating and improving the teachers' profession, 
and the demand for better buildings is the result of 
such efforts on the public mind. Better teaching 
will naturally result in the erection of better build- 
ings. 

The publishers invite correspondence from any 
who are planning to erect a new building, and will 
cheerfully give advice and suggestions. They wish, 
in conclusion, to call the attention of school offi- 
cers to their publications for teachers. Let the 
school officers ask the teacher to be a subscriber to 
some of our excellent publications. Let the teacher 
encourage the purchase of books for a school library, 



Preface. 



5 



and thus give furtKer impetus to education in the 
locality. 

1 




Two-room Sclioolliouse. 

From " Town and Countrj' Schoolhouses." By E. C. Gardner. K. L. 

Kellogg & Company. 



PRIZE DESIGNS FOR RURAL SCHOOL 
BUILDINGS. 



WHAT A SCHOOLHOUSE COIs^SISTS OF. 

Theke is no need to urge the necessity of good 
rural schoolhouses. Every one is aware that there 
are in every community, whether in city or country, 
school buildings that are a pain to the eye and a 
menace to the health. Sooner or later all of these 
will be replaced by better ones, and the real question 
is, Of what sort shall these be ? By what principles 
shall we be guided in the erection of schoolhouses, 
so that they will be a credit, not a reproach, to a 
community ? 

Our first effort should be to realize, as clearly as 
possible, what a small, ordinary, and yet suitable 
schoolhouse should be. Evidently the schoolroom 
is our imit of construction. We must inclose a 
space of air with four walls, a floor, and a ceiling, and 
fit it to be a schoolroom. Let us see what will be 
required to make this a proper place for young 
people to spend their time in while obtaining an 
education. 



8 Priye Designs for Rural School Buildings. 

For one thing, we shall need to have floor-space 
enongh to hold a certain number of people, and we 
must also have sufficient air-space to contain the air 
thev will need to breathe. In large city school 
systems the number of jDupils is generally prescribed. 
In country schools it may vary according to the 
population of the district. It is a good rule, how- 
ever, that a schoolroom should pro^ade for from 
thirty-six to forty-eight pupils. More than fifty 
pupils will prove too much of a burden for one 
teacher. If there are likely to be many less than 
thirty -six in a one-room schoolhouse it is better to 
effect a consolidation with some other district. 

Suppose that there are to be seatings, as in Fig. 1, 
page 21, for forty-five pupils. What does the pos- 
sible presence of forty-six persons permanently 
occupying a room demand ^ 

In the first place, it is clear that the seats must 
be" advantageously disposed, so that each pupil 
may have his due share of light, heat, and the 
teacher's attention. It is the almost universal 
custom to prefer an oblong room, about twenty- 
seven feet by thirty feet. There should be an al- 
lowance of at least fifteen square feet of floor-space 
per pupil; it is better to allow eighteen square feet. 

The question of air must be considered, and due 
arrangements made to supply enough of it for the 
pupils' needs. Physicians say that there should be 
an allowance of about 230 cubic feet of air to each 
person. This means that the room must be at least 
thirteen feet high. For other hygienic reasons 
this is a good height. 

Obviously the air must be properly heated, and 



IVbat a Schoolhouse Consists of. 9 

removed when it becomes vitiated. This subject is 
especially treated under the heading " Heating and 
Ventilation." 

It is also plain that there must be good light, 
plenty of it, and well distributed. The medical 
experts tell us that light should fall over the left 
shoulder. For this we shall need to get all our light 
from one side of the schoolroom. While this is the 
best plan theoretically, practically it is generally 
found expedient, in good rural schoolhouses, to have 
windows on each side of the room. The shades of 
one side can be kept drawn on ordinary occasions, 
and there are days when so little light comes from 
the sky that the daylight let in through all the win- 
dows is none too much. As a rule cross-lights are 
to be avoided for they are injurious to the eyes. 
Windows may be introduced at the end of the room, 
as in Mr. Reid's design, page 21, but they must cer- 
tainly be provided with shades. 

It is a good working principle that in a school- 
room the surface of glass admitting light should 
be from one-sixth to one-fourth the area of the floor 
surface. (It would be a good problem in mensura- 
tion for pupils to find out if this rule has been 
observed in their schoolhouse.) 

It is needless to say that in most country schools 
the windows will be glazed with glass. There are 
some authorities who believe that oiled paper dif- 
fuses light better than glass, but it is doubtful if we 
have reached the point of using it, even though our 
ancestors did. 

The teacher's desk should be placed in front of 
the pupils. It is preferable not to place it on a 



lo Pri^e Designs for Rural School Buildings. 

platform, though this is the usual custom. Dust 
and dirt collect under such a platform, and pupils 
are liable to stumble over the edge. The secret 
of schoolroom economy consists in leaving out the 
unnecessary. 

Some points regarding the floor of the schoolroom 
should be noted. In most country schools pine or 
hemlock flooring will be used on account of its 
apparent cheapness. As a matter of fact, a floor of 
maple or oak is in the end cheaper, and far more 
sightly. There are also asbestos preparations, such 
as asbestolith, which are very inexpensive consider- 
ing their durability. They have the advantage of 
being thoroughly hygienic, since they offer no 
cracks for germs to lodge in. Where board floors 
are laid they should have one or two applications 
of linseed oil, and the cracks should be carefully 
filled. 

Both the ceiling and walls will probably have 
to be plastered. Steel ceilings, while excellent, are 
not likely to be used in rural schoolhouses. The 
objection to plaster is that, although cheap in the first 
instance, its liability to crack renders it in reality an 
expensive covering, especially for the ceiling. 
AVhitewash is undesirable, so easily does it rub off. 
The best plan is to paint the w^alls a light soft green. 
Green is a color so abundant in nature that our 
eyes are specially adapted to it, and receive from it 
the minimum of fatigue. Eed tinting is particu- 
larly to be avoided; yellow is little better. Do not 
think of covering the walls with paper. Wall- 
paper, for very good reasons, is getting out of favor. 
It offers a lodging-place for disease-germs. Its 



IVhat a Schoolhouse Consists of. 1 1 

patterns, while they may seem attractive at first, are 
liable, from the endless repetition in them, to become 
very tiresome to the eye. Clean freshly painted 
walls, even though there is no sign of ornament or 
decoration on them, are pleasing to look at. 

Square-headed windows are best for the class- 
room, for the reason that light enters in the greatest 
volume from about the top of the window. A cir- 
cular or pointed head is, therefore, from the hygi- 
enic standpoint, a mistake. So, too, is a transom, 
as its bar inevitably casts a shadow across some of 
the desks. Double sashes are desirable, especially 
on the cold side of the room. They prevent the win- 
dow from frosting, and are an assistance to the venti- 
lation. 

Each window should have a shade for excluding 
the light when the sun is strong, or when there is 
snow upon the ground. Shades that pull up from 
the bottom of the window are the best, according to 
the opinion of medical authorities, and there is no 
reason why they should not be used. In color the 
shades should be uniform with the walls, but a little 
darker. They should not be transparent, or even 
translucent. Many city schools use Venetian blinds. 
It might be well to consider this for a rural school- 
room. Several excellent varieties are manufac- 
tured. 

The blackboard area should be as large as possible. 
"Where the question of expense is a serious one, an 
inexpensive blackboard can be made, says Dr. E. R. 
Shaw *, by pasting tough manila paper of suitable 

^ " School Hygiene" (The Macmillan Co.). 



12 Pri^e Designs for Rural School Buildings. 

thickness on the wall and then painting and slating 
this. If the paint and slating are of a dark-greeu 
color, the effect will be foimd very pleasant to the 
eyes, and the legibility of white crayon thereon mil 
prove fully equal to the legibility on a slate board. 

Of course, the real slate blackboard is to be pre- 
ferred where it can be afforded. Black and dark 
green are the best colors. Of late the green slating 
has become exceedingly popular. As young chil- 
dren are always to be found in a district school, the 
bottom of the blackboard should be not more than 
twenty-six inches from the floor. Its height should 
be four feet. The trough for erasers should be firm 
and solid, and there should be eraser-j)ockets like 
those made by Morris & Dunham, Dubuque, la. 

It. is to be presumed that our schoolroom is to be 
equipped with modern desks. There is no excuse 
nowadays for the old-fashioned benches. Say what 
you will about the remarkable men who sat on 
such benches in childhood, the fact remains that 
benches of this kind have been responsible for more 
curved spines than any other one cause. The world 
to-day wants men and women who are straight. The 
best is apt to be the cheapest in the end. 

The dimensions of the aisles should be somewhat 
as follows: Blackboard aisles, 3 feet 8 inches; ex- 
terior aisles, 2 feet 4 inches; inside aisles, 24 
inches. 

A l)ench for recitations, as in Mr. LaBeaume's 
plan on page 27, should be provided. It is a 
great advantage to the teacher to get her class 
directly in front of her, and the change from desks 
to bench is likely to be welcome to the pupils. Th:s 



IVbat a Schoolhouse Consists of. 13 

arrangement is especially adapted to rural school 
conditions. 

The children's out-of-door garments must be kept 
in some kind of storage-room while the owners are 
at their lessons. To have them hanging in the open 
schoolroom is to invite pneumonia and diphtheria. 
If no special room or rooms adjoining the school- 
room can be provided, it is best to buy or have made 
a hygienic wardrobe. There are several ventilated 
school-wardrobes on the market. Inquiries on the 
subject will be cheerfully answered by the publishers 
of this book. 

Every one-room schoolhouse, however, should be 
designed to have regular cloak-rooms, one for the 
boys and one for the girls. It is plainly desirable 
that the cloak-rooms should, when open, be in full 
view of the desk. This would seem to be a prime 
consideration in plans for a one-room school; yet it 
is frequently not observed. It will be interesting to 
compare the designs in this book with reference to 
this point. Several plans that are otherwise excel- 
lent appear to be faulty in this regard. 

The essential thing about a cloak-room is that it 
provide for having the clothing of the- children well 
ventilated. The practice of hanging hats and coats 
upon pegs or screws, driven into the wall, is a bad 
one. There should be a shelf running around the 
room, supported by brackets. In the middle of the 
shelf are hooks upon which the clothing may hang 
in such a way as to get circulation of air on all sides. 
Where the heating arrangements allow it, the air 
of the cloak-room should be kept warm, so that the 
clothing, when taken up, will be both dry and warm. 



14 Priy^ Designs for Rural School Buildings. 

Besides the cloak-room the one-room sehoolhouse 
will ordinarily have some kind of vestibule and a 
porch. If running water and a sewer system are 
at hand, the toilet-rooms for boys and girls should be 
located in the building. The rooms should be well 
ventilated and light. The closets must be simple 
and not liable to get out of order. One closet for 
every twenty-five boys and one for every fifteen 
girls is a good rule. Slate urinals are very necessary, 
since wood or brick speedily becomes foul. 

In most country schools, on account of the lack 
of sewerage, outhouses have to be built. Most of 
the plans given in this book make no reference to 
tliis fact, but the architect Mr. E. C Gardner * 
would arrange for outhouses, connected by covered 
passages with the main building. To the objection 
that they are too near the sehoolhouse, he replies 
that, if they are kept in inoffensive condition, they 
are not too near, and that if they were further away 
the temptation to neglect them would be greater. 

Another authority maintains that the separate out- 
houses for each sex ought to be from forty to fifty 
feet from the building, properly hidden and pro- 
tected by lattice-work. All are agreed that " de- 
cent privies, kept in decent order, are absolutely 
indispensable to the physical and moral welfare of 
tlie children." To keep them clean, there should 
be a vault of brick or stone, well plastered with 
cement and coated with tar. Dry earth should be 
used to keep the vault in order. Coal-ashes, well 

* " Towu aud Country Scliool Buildings." E. L. Kellogg; & 
Company. 



IVhai a Schoolhouse Consists of. i^ 

sifted^ are equally good. Sand is ineffectual. At 
least three times a year the vaults should be 
thoroughly cleaned out. Only through constant 
vigiliance can the outhouses be kept from becoming a 
menace to the health and morals of the com- 
munity. 

All the designs in this book contemplate some 
sort of attic. The architectural features of such an 
addition will be discussed later. Suffice it here to 
state that the attic ought to be available as a store- 
room for the school; for this purpose it should be 
floored over. 

What shall be under the schoolroom is a matter 
of great importance. Most district schoolhouses 
will be found without cemented basements. The 
schoolhouse will stand a little above the bare ground, 
raised on stone supports or wooden props. For 
reasons of ordinary healthfulness the floor must be 
raised well above the outside surface. The ground 
under the schoolroom ought not to be excavated, 
for if this is done, a hole for the collection of rain- 
water is created — a cesspool which will be conducive 
to sore throats, pneumonia, and diphtheria. J^or is it 
enough to excavate and fill in with sand. The 
ground under the schoolhouse should be as free as 
possible from continual dampness. If necessary, a 
drain should be let in from under the building. 
Where, for reasons of economy, a schoolhouse has to 
be set upon posts, it is better that the open spaces 
between the posts be filled in with lattice-work. 
The appearance of the structure is thus improved, 
and the opportunities for small boys to undermine 
it are decreased. 



i6 Pt'iie- Designs for Kiiral School Buildings. 

A light, open, Avcll-ventilated basement is, oi 
course, desirable. Its walls should extend below the 
action of the frost. That means in the colder por- 
tions of the country at least four or five feet. Walls 
and ceilings should be finished in the simplest man- 
ner, and painted a light gray or buff. They should 
be impervious to water. A floor of cement is all 
right if the children are not allowed to play in the 
basement. When they are so allowed, the scuffling 
of feet over the cement raises a very unwholesome 
dust. The basement should be not more than eight 
or nine feet high; there is no use in making unneces- 
sarily long flights of stairs to climb. If the base- 
ment contains a furnace there will, of course, be a 
bulkhead for the proper reception of coal and wood. 



SOME CHARACTEEISTIC Ol^E-ROOM 
SCHOOLHOUSES. 

The elements that go to make up a one-room 
schoolhouse are mainly these : A schoolroom, closets, 
toilets, corridors or vestibule, porch, attic, and cellar. 
The covering, the outside shell of such an organism, 
is a matter of choice. There are several well-known 
architects who have plans and specifications for sale, 
in accordance with wdiich a school board can erect a 
tasteful and commodious school building. It is be- 
lieved, however, that no more practical designs have 
ever been made public than those in this book, which 
Avere obtained as the result of a competition, estab- 
lished in 1898, by The School Journal, in co-opera- 
tion vdth Messrs. Bates and Guild, architectural pub- 
lishers, Boston. The designs here shown were se- 
lected by the ju:dge, Mr. E. M. Wheelwright, late 
city architect for the city of Boston, from a 
great number of plans submitted. It was under- 
stood that each architect was to contemj)late a mo- 
dern up-to-date country schoolhouse, attractive with- 
in and without, and capable of construction at a mini- 
mum of expense. Each of the designs approved by 
Mr. Wheelwright offers some distinct advantage of 
appearance and constructive utility, and deserves to 
be carefully studied by school trustees who purpose 

17 



1 8 P/'/{(? Designs for Rural School Buildings. 

to build. Even when a plan is not followed out- 
right, it will frequently yield valuable suggestions. 

Final choice from among these and other designs 
must depend upon certain considerations of expense, 
utility, and attractiveness. There is no question but 
that the appearance of a building is of importance. 
This, too, needs to be remembered, that a building 
which looks well on paper may present a sorry ap- 
pearance when it is planted in Derryville. This 
does not generally signify that the school board of 
Derryville has been caught by an architectural 
sharper. It means that the building has been in 
some way placed in an environment to which it is 
unsuited. It is not enough to let a daughter of one 
of the school commissioners pick out a design that 
seems to her pretty; the whole board should think 
the matter over seriously, and decide what kind of 
schoolhouse will go best on the site that has been 
selected. 

For instance, the schoolhouse planned by Mr. G. 
D. Reid, page 21, is admirable for practical reasons, 
and would certainly look well in most situations. 
But it might not appear to advantage when set upon 
high ground. A few suggestions as to the selection 
of the site are therefore in order. 

Very elevated ground, and particularly hilltops, 
should 1)0 avoided. Xot only is this a matter of com- 
mon sense, since the winter winds have the greatest 
sweep upon the hill, l)ut for reasons of appearance 
the high ground ought not to be chosen. Only an 
extraordiiiarilv handsome building presents a good 
appearance when put on the top of a hill. N'ot one 
of the excellent designs in this book but would be a 



Some Characteristic One-room Schoolhoiises. 19 

botch on the -landscape if set high on a ridge with 
no surrounding foliage. When such a structure in 
such a place can be hidden among trees the effect is 
not so bad. Wherever the site is chosen, the school- 
house should be so situated that the land will slope 
away from it gently on all sides. It is preferable, 
of course, that a fairly level space should be selected. 
As to the amount of land required, a fair allowance 
in villages and towns is that suggested by Prof. W. 
H. Burnham, of Clark University, who holds that 
thirty square feet per pupil is enough to meet the 
ordinary requirements of the playgrounds. Thi", 
Avould. give for a school of fifty pupils 1500 square 
feet plus the space needed for the schoolhouse and 
outbuildings. When land is cheap it would seem 
that a more liberal playground may be provided. A 
fair acre is none too much for a country school. 

The character of the soil must be looked into 
before a schoolhouse is planted upon it. Clayey 
land should be avoided, since it holds moisture and 
renders the ground-air in its neighborhood unwhole- 
some and sometimes malarial. Any spot on which 
the vegetation grows very rank is certain to be 
a bad site. No schoolhouse should be set in a 
swamp if there is any dry land in the township. Two 
or three shade-trees are desirable, but they should 
not obstruct air and light; they ought not to stand 
to the south or west of the building. 

Effects of landscape architecture need not be 
sought after in the arrangement of the school 
grounds. The prime object of the yard is to give 
the children a place to play in. At the same time, 
it should not be unsightly when laid out, ■ nor should 



20 Pri{e Designs for Rural School Buildings. 

it. I)c allowed to become unsightly. There may well 
be a little ornamental shrubbery by the fence, and 
in front of the sehoolhouse some well-kept flower- 
beds. Most children can be educated to respect these 
decorative details if teachers themselves display in- 
terest in the school grounds. One of these days the 
elements of agriculture will be taught in all country 
schools — as is now the case in several countries of 
Europe — and then a respect for experimental forc- 
ing-beds and rows of vegetables will be inculcated in 
every boy. 

One very good scheme of arranging the school 
grounds is to have the playground in the rear of the 
s;hool building, leaving the front yard sacred to 
decorative effects. A broad circular pathway of 
gravel leading up to the school-door will make an 
agreeable grass-plot of semi-circular shape. This 
should be graded and kept as a lawn, with a flower- 
led or two on it. 

It will now be profitable to consider briefly some 
of the admirable plans submitted in the School 
JournaVs architectural competition. The one that 
received first prize, page 21, is by Mr. G. 1). 
Reid, 20 Magnolia St., Maiden, Mass. It may not 
to all readers appear to have the most attractive 
exterior among the designs submitted, but there 
is no doubt that for practical working purposes it 
is the best in the competition, and one of the best 
ever drawn. Such a sehoolhouse can be contracted 
for with any good master carpenter and erected at 
comparatively small expense. It is simple, unpre- 
tentious, dignified, everything that a rural school- 
house shwild be. 



Some Characterislic One-room Schoolhonses. 21 




^i(i. 1. — Elevation of Model Oiie-roum iSclioolhouse. First 

Prize Design. 

By Mr.|G, D. Heid, Maldm, JIass. 









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Fig. 3.— Floor Plan of Model One-room ScLoolliouse, 



2 2 Pri^e Designs for Rural School Buildings. 

There are, a;? will be seen, forty-five seats in the 
room, arranged in five rows of nine each. This ar- 
rangement is one of the best that can be made from 
the standpoint of discipline, since it lessens the 
teacher's angle of vision. 

The problem of lighting has been very satisfac- 
torily solved. The windows in the rear of the 
schoolroom are unnecessary, and were, perhaps, in- 
trodnced for the sake of symmetry. They are so 
placed, however, that they will not create disagree- 
able cross-lights. The cloak-rooms and toilet-rooms 
have light unstinted, as they should. 

The vestibules are large, and the cloak-rooms well 
situated both with respect to each other and to the 
schoolroom. The cloak-rooms are both commanded 
from the teacher's desk — an important consideration 
in discipline. In townships where, for lack of run- 
ning water, the toilets have to be outside the baild- 
ing, it will be possible to increase the size of the 
vestibule by the omission of the toilets. 

The exterior view is apparently not so interesting 
as in some of the other designs, but the proportions 
are good, and it will be discovered that such a school- 
house improves in appearance upon acquaintance. 
The entrance is perhaps a little uninviting. Some 
of the teacher's thought may be exercised upon tlie 
problem of making it more attractive by the planting 
of vines, 

'I'lie second prize design, page 23, was submitted 
by ]\rr. Turner Ilodgdon, 172 High St., Brookline, 
Mass. 

It will be noted that the schoolroom has no win- 
dows in the rear. TLio is in accordance with the 



Some Characteristic One-room Schoolhotises. 




Fig. 3.— Model One-room Schoolliouse. Second Prize Design. 
By Mr. Turner Hodgdon, Brookline, Blass. 



ALACKBOAK^ 



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YiQ. 4.— Floor Plan of One-room Sclioolkoiise. 



24 Pri^e Designs for Rural School Buildings. 

best opinions of experts. The vertical cross-bar in 
the side Aviiidow is to be accounted as a mistake, for 
it will cast an nglj shadow across desks. Otherwise 
the arrangements are excellent. The seats are dis- 
tributed in six rows of eight each. This plan brings 
the teacher's desk in front of an aisle. The entire 
wall space in the rear has been utilized for a black- 
l)oard; there is no doubt that large blackboards are 
yery desirable. The placing of the halls, coat-rooms 
and toilet-rooms is to be rs;'ecially conmiended. The 
extei'ior is very satisfactory. The scheme of allow- 
ing some of the constructive beams to show on the 
outside is a good one artistically. The outside of a 
building ought to reveal something of its inner struc- 
ture. When beams show, however, they should be 
kept well painted as a protection against decay. 

The third prize design, of which the front eleva- 
_tion and floor plan are displayed, on page 25, is the 
creation of Mr. Louis LaBeaume, of the Boston Ar- 
chitectural Club. The exterior, as will readily be 
seen, is somewhat moie ornate than that of the pre- 
ceding designs. Such a building would lend itself 
well to construction in brick or stone. It is perhaps 
rather better adapted in appearance to the village 
street than to the open country. Within one finds 
that a somewhat more elaborate scheme of arrange- 
ments has been planned for than in the preceding 
designs. The foot-warmers in the vestibule, the 
amplitude of the toilet provision, the size of the 
platform "on which the teacher's desk stands, the 
bench for recitations — all these things are excel- 
lent in their Avay, but perhaps especially fitted for 
use in a schoolhouse in a well-to-do district, where 



Some Characteristic One-room Schoolhotises. 25 

the scliool board is anxious to have a building with 
as many conveniences as are reasonably possible. 
The placing of the wardrobes and toilet-rooms may 




Fig. 5.— Model Oue-rooui Schodlbcute. Third Prize Design. 
By Mr. Louis LaBeaHinp. Arcliitectural Cli'b, Boston, Mass. 




Fig. 6. — Floor Plan of Model One-room Schoolhouse. 

be regarded as a little unfortunate by some teachers. 
It has also been suggested tha't the seats had better 
be in six rows of seven each, thus allowing the 



26 Tr/^^ Designs for Rural School Buildings. 




Fig. 7. — Model One-room Schoolbouse. 
By Mr. Fred. J. Bliss, Akron, O. 




' '""i'"" ^-■■-•■■■*i.,t—/f',.^ '.TT, "■■^^'..y^, .Vf..^/,.. ,.^- 



<, , 



■\n I \l'l.'ti.- 



:S:^ '.<'' 



Fig. 8. — Model One-room Scboolbouse. 
By Mr. Louis LaBeaume, Architectural Club, Boston, Mass, 



Some Characteristic One-room Schoolhouses. 27 




Fig. 9.— Floor Plan of Model Sclioolhouse. "Witli Fig. 8. 

teacher to face an aisle instead of a solid row of 
heads. 

Among the non-premiated designs the one here 
presented as Fig. 1 was adjudged to have consider- 
able merit. The architect was Mr. Fred. J. Bliss, 
54 Savings Bank Bnilding, Akron, O. It is in'iended 
to be of field or quarried stone, laid at random, with 
brick trimmings about doors and windows. The 
roof is supposed to be of shingles dipped in stain. 

As will be seen from the plan, the light enters 



58 Priie Designs for Rural School Buildings. 




Fig 10. — Modt-l One-room Sclioolbouse. 
By Mr. Raymond F. Bocoiselski, Hartford, Ct. 




N cDcEiD'OiicrnDcm] 

^ cDCDcQiDiEXEXnxn 
cQittDiDcDcDiDca 



■^//r/?y- i 







/■; 



'i CDCDdXDCDCricaElD > 






viiriiiiht'i' TtstL 



I i 

mm/A v/W''''W&S TT— -Eu n 



Coat 
/('oa/i- 



wm x7//^y^///^yy/M wmm 



Fig. 11. — Plan of One-room SchoolLouse. With Fig. 10. 



Some Characteristic One-room Schoolhouses. 29 




Fig. 13. — Model One-room Sclioolhouse. 
By Mr. E. O, Kuenzli, Milwaukee, W . 



BOY3 
ilV/ARDPiOUE;' 



VtiTIBL/LE. 



^fcwIZTT 



= 




n 
1 — 




















— 
L_ 




— 




RCClTAXlon 


oCA-ri 




C5 


C)- 





OL 


. 


A<. 


30 


n 





VL'STIOvlC. 



Fro. 13.— Plan of One«room Sclioolhouse, 



30 Pri{e Designs for Rural School Buildings. 

almost, entirely from Leliind and to the left of the 
pupils, the wall to their right being taken up with 
blackboard. The onlv wdndow on the right is that 
by the teacher's desk. 

Mr. Louis LaBeaume submitted another design, 
here marked as Fig. 8. It suggests a plain, well- 
proportioned sehoolhouse, with convenient and eco- 
nomical characteristics. Entrance to the school- 
room is from the side. The children thus get light 
from the rear and the left, A furnace in the cellar 
heats all the rooms. 

Kather an elaborate, though not unattractive de- 
sign, is shown in Fig. 10. One would not choose 
such an exterior for an open space in the country, but 
if it is desired to erect a schoolroom in one of the 
villages, say of central IS^ew York State, where there 
are numerous examples of the craze for Ionic and 
Corinthian columns which swept the country about 
1850, you will find this design just suits. It is fitted 
for a street that has houses with Grecian fronts. 

Two chimneys are necessitated by this design. 
The placing of the toilet-rooms at either end of the 
classrooms has obvious disadvantages. The light 
comes entirely from one side, a great advantage if 
one can be certain that it will be strong enough for 
the row of children who are nearest the blackboard. 
There are doors in the rear, leading to the play- 
ground. These will be a great convenience. 

This plan was drawn by Mr. Eaymond F. Bocor- 
selski, 141 Trumbull St., Hartford, Conn, 

Something quite ornate is shown in Fig. 12. 
Among suburban residences it would show up very 
well. The plan offers a broad frontage to the street 



Some Characteristic One-room Schoolhouses. 31 

•witli an entrance at either end of the classroom. As 
to the question of light, there are four windows in 
the rear of the pupils, and two small ones to each side 
in front. The heating and ventilation plan is very 
simple, and plenty of blackboard space is given. 
The author is Mr. E. O. Kuenzli, 344 Second Ave., 
Milwaukee, Wis. 

Exceeding simplicity is the marked consideration 
of Eig. 14. The building is very plain, with an en- 







Fig. 14. — Model One- room Sclioolhouse. 

By Mr. Charles V. Burgess, Roslindale, Mass. 



trance for girls and one for boys. 



The cloak-rooms 
are visible from the teacher's desk. The toilets are 
placed in a novel position, but there is no reason 
why, if ordinary oversight is exercised to keep them 



$2 PriyC Designs for Rural School Buildings. 

from omitting odor, their placing should not be satis- 
factory. The arrangement of seats, of blackboard 
space, and the heating and ventilating of the class- 
room are admirable. The design was made by 
Charles V. Burgess, 80 Cohassett St., Roslindale, 
Mass. 




Fig. 15. — Plan of One-room Schoolbouse. Witli Fig. 14, 



TWO-ROOM SCIIOOLTTOUSES. 



The principles that apply to planning a one-room 
Fchool building are equally applicable to a two-room 
schoolhouse for a rural community. In such a struc- 
ture as the latter, however, some little economies of 
space and equipment are possible. 




Fig. 16. — Two-room Schoolhouse. First Prize Design. 
By Mr. Anthony P. Valentine, Jr. Philadelphia, Pa. 




Fig. 17.— Plan of Two-room Schoolhouse. With Fig. 15. 
The model country schoolhouse which received 
the first prize in the School Journal's recent com- 

33 



34 Pri:^e Designs for Rural School Buildings. 

petition for two-room buildings sliows admirable 
taste and arrangement. The building is thoroughly 
compact, without the waste of building material 
and ground space which is caused by wings. There 
is very little exterior ornamentation, but what little 
is used has been most effectively employed. It 
will be noticed that provision has been made for 
separate entrances for boys and girls. This is in 
every way desirable; it is also economical, since it 
results in a saving of floor space. 

The first point to observe in considering the ex- 
terior is that the two classrooms face in opposite 
directions. This is in order to bring the light over 
the pupils' left shoulders, in accordance with the 
best expert opinion of to-day. Another point of ex- 
cellence is that the blackboard partition between the 
two classrooms is not stationary, but is counterbal- 
anced so as to slide up, and allow one teacher, in 
the absence of the other, to supervise both classes. 
Joint exercises in singing, recitations, etc., are thus 
rendered possible. The arrangement of the ward- 
robes, toilet-rooms, and store-rooms has advantages 
that will be instantly appreciated. 

The heating and ventilating system is intended to 
start with a heater that will supply, not a small 
amount of hot air^ but a large amount of warm air. 
This will be admitted to the rooms where indicated 
on the floor plan, at a level of about midway the 
story height. The ventilation is effected through 
registers below the windows at floor level. These 
registers are connected wnth the vent-stack, wdiose 
"pull " is due to heat from an iuclosed smoke-flue, 
while the push, due to the intake of air into the 



Two -room Schoolhouses. 35 

rooms, insures the positive action of the system. 
A special stack over the space marked " books " 
ventilates the loft. 

The height of the rooms is thirteen feet. The 
windows are four feet by nine feet, and they are 
three feet from the floor. The designer of this ad- 
mirable building is Mr. Anthony P. Valentine, Jr., 
1424 Eitner St., Philadelphia, Pa. 

The second prize design is by Mr. A. C. Fernald, 
architect, of Boston. It has several points of 
marked excellence to which attention may be called 
briefly. 

The placing of the desks is somewhat unusual, 
but by many teachers it will be regarded as very 
satisfactory. At least the teacher will not get the 
light full in the face. The windows are of ample 
size, and of a shape to furnish a steady light, espe- 
cially upon lowering days. 

The arrangement for disposing of the children's 
clothing is such as to promote good order in the 
school. The division of the cloak-rooms will pre- 
vent over-crowding and boisterousness. The lava- 
tories are well placed. 

Externally the building is very attractive indeed. 
Such a schoolhouse will look especially well on level 
or gently rolling ground. It will not look so we'l 
among tall trees. The architectural efl^ect is on 1he 
whole excellent, and is derived more from good 
proportions than from any elaborateness of dedgn. 
The pleasing variety in the shapes of the windows 
is worthy of note — so, too, is the interesting way 
in Avhich the chimney breaks the monotony of the 
level of the roofs. 




Fia. 18. — Two-room Sclioolhonse. Second Prize Design, 
By Mr. A. C. Feruald, Boston, Mass. 




Fia. 19.— Floor Plan of Two-room Schoolhouse. With Fig. 3 7 



Fig. 20. — Two mom Schoolhouse. Third Prize Design, 
By Mr. George Howell Harris, Chicago, III. 




Fig. 21. — Floor Plan of Two-room Schoolhouse. With Fig. 19- 



oDJDoD'UiOiO'O'n 

oCBDiDiOinoCJiBin 
aOoOJDaOilJJUClia 




( DoDOoQlOcacQCGO 

I. n ■ ^SSl^SiSSS'' 

I DoQcfliflcQtfltCKao 

t DioiocoiODDtacaB' 



Fig 22 —Floor Plan of Two-room SclioolUouse, 
By Mr. Arthur H. Buckley, Chicago, 111. 




Fig. 23.— Floor Plan of Two-room Sclioolhouse. 
By Mr. W. Adair Price, Montreal, P. Q. 




Fig. 24. — Two-room Sclioolhoiise. 
By Mr. Julius E. Heimerl, Milwaukee, Wis. 




Fig. 25.— Floor Plan of Two-room Schoolliouse. 
By Mr. Frederick A. Miller, Rochester, N. Y.^ 



38 Pri^e Designs for Rural School Buildings. 

The third prize design is by Mr, (Jeorge llowell 
Harris, West Monroe St., Chicago, Ilh It will be 
noticed that the classrooms are lighted from three 
sides — no great advantage for pupils or teachers. 
The so-called '' cart-wheel " plan has been followed 
in the disposition of the desks. Many teachers like 
tlie '' indentation " as here exhibited. The placing of 
the cloak-rooms (C), tho ingenious, leaves some- 
thing to be desired as far as discipline is concerned. 
That is to eay, the teacher cannot sit at her desk and 
still keep an eye on the cloak-room. The teachers' 
closets are good features. 

The side entrance for boys (F) is an agreeable 
little luxury. Notice that the toilet-rooms stand 
on a lower level than the rest of the floor. They 
are thus in a measure kept separate. 

The exterior is simple and appropriate. The (?.oor- 
way has some architectural distinction, and its char- 
acter is cleverly echoed in the belfry. The flag- 
pole, to be in harmony, ought to be much taller; 
or it should be kept out altogether. 

Other designs are shown by Messrs. Arthur H. 
Buckley, Chicago; W. Adair Price, Montreal; Julius 
E. Heimerl, Milwaukee; Frederick A. Miller, Roch- 
ester. 



Two-room Schoolhouses. 



39 




SSL_ 



Fig. .,7. — Front Elevation of Inexpensive One-roDm Sclioolliouse. 
From " Town and Country Schoolhouses," E. L. Kellogg & Co. 




FiG. s. — Floor Plan of above Selioolliouse. 



HEATING AND VENTILATION. 

The necessity for good heating and good ventila- 
tion, to the comfort and progress of pupils, is ad- 
mitted by all. Yet it is true that there are still thou- 
sands of schoolhouses in the country in which the 
bad air and ill-regulated heat serve to endanger the 
health of the pupils, and to diminish appreciably 
their capacity for work. For country schoolhouses, 
especially, the need of good ventilation has not 
yet been adequately felt. It it supposed that the 
children who attend these schools get a great deal of 
fresh air in their daily labor, and are, therefore, 
enabled to endure a considerable amount of air- 
poisoning at home and at school without any ap- 
parent ill-effect. Fortunately in many schools the 
number of pupils is so small that the natural venti- 
lation afforded by cracks and windows and other in- 
lets is almost suthcient. 

In a school, however, where every seat is occupied, 
where the visitor on a winter's day, coming in out of 
an atmosphere laden with ozone, finds his nostrils 
assailed with bodily odor; where some of the chil- 
dren sit and shiver while others, nearer the stove, 
Avrithe under the excess of heat^ — in such a school 
measures ought to be taken at once for improve- 
ment in both heating and ventilation. It is just 

40 



Heating and t/entitatiofi. 41 

because these things are not attended to that country 
children, who ought almost to an individual to grow 
up to be magnificent specimens of physical manhood 
and womanhood, develop weakness rather than 
strength. 

What does it mean to breathe impure air ? 

For one thing, it means not to get one's normal 
amount of oxygen, the element in the atmosphere 
that is absolutely essential to the maintenance of 
life. Pure outside air contains, roughly speaking, 
about twenty per cent of oxygen. The other main 
constituent of air, nitrogen, will not support life. 
A lighted candle dipped into a jar of nitrogen goes 
out instantly. So, too, Avill a human being if 
plunged into an atmosphere without oxygen. 

ISTow when a human being respires a cubic foot 
of air, he takes from it about four per cent of its 
oxygen, which is absorbed by the blood in the lungs, 
and gives in its place about four per cent of carbonic 
acid gas, or carbon dioxide, mixed with some animal 
impurities. Thus, if in a carefully sealed room, full 
of people, each person should exhaust just his share 
of the fresh air, and then should depart, the atmos- 
phere of that room would contain only sixteen per 
cent instead of twenty per cent of oxygen. But as 
a fact, in a room full of people, each one keeps in- 
haling air that another has respired, and, Avere no 
fresh air brought in from the outside, the supply of 
oxygen would presently be completely exhausted, 
and the inmates would all perish, drowned in nitro- 
gen and carbonic acid gas. 

In rooms where only partial ventilation is present, 
the inmates do not die of immediate suffocation, but 



42 Pri^e Designs for Rural School Buildings. 

their lives are enfeebled and shortened by failure 
to receive their fair allotment of oxygen. The 
loss of oxygen alone is not, however, the greatest 
evil attendant npon poor ventilation. Not only do 
we fail to get what we need; we get what we ought 
not to have. The carbonic acid gas that is given off 
from the Inngs is not of itself a dangerous gas. In- 
deed, as we take it in various soda-water preparations 
it seems to have a beneficial effect upon digestion. 
But it is a gas that frequently travels in bad compi\ny. 
When it comes from the lungs it is attended with 
a lot of animal matter which is subject to decay, 
developing rank poisons as it putrefies. It is gener- 
ally believed that it is this decaying animal matter 
which causes the odor so painfully apparent in 
overcrowded rooms. As the amount of carbonic acid 
gas in the atmosphere increases, so the amount of 
this deleterious refuse matter gro^vs greater, and the 
measure of the amount of the one is approximately 
the measure of the amount of the other. There are 
tests for carbonic acid gas which may easily be ap- 
plied*, but for all practical purposes the test of the 
nostrils will probably be sufficient in the rural 
school. If there is a bad smell in a room when one 
comes in from the outside, then it is clear that the 
children and teacher are breathing some deadly 
poison. The air should be quite free from odor. 

Even supposing that plenty of air is furnished in 
a schoolroom, one cannot feel certain for that reason" 
that the quality is right. Air may get into the 

* Vide " Scbool Sanitation and Decoration " (D. C. Heath & Co ), 
page 36. 



Heating and l^entilation. 43 

scliool from the cellar or even after passing throngli 
outhouse vaults. It is important that the sources 
from which air is taken should be thoroughly 
satisfactory, and still more important is it, if heated 
air is supplied to the school, that is should contain 
the requisite amount of moisture. On this topic 
something will be said later on. 

What can be done properly to heat and ventilate 
a country schoolhouse depends entirely upon local 
conditions, upon the nature of the schoolhouse, the 
amount of money the officials in charge are willing 
to spend, etc. It is certainly false economy to save 
and at the same time decrease the working efficiency 
of the school. The actual capacity of the individual 
pupils to learn may be decreased as much as one 
half by bad ventilation. 

Many a rural school has no heating apparatus but 
a plain, unjacketed wood stove. This, to most 
people, seems enough, but a little consideration 
will prove that such a schoolroom is imperfectly 
heated and ventilated. The best thing that can be 
done in such a room is to introduce an open fire-place, 
for the value of a fire-place as a means of ventilation 
is considerable. Exceedingly wasteful of fuel 
though it is, it accomplishes the essential purpose 
of changing the air continuously; and in many com- 
munities wastefulness of wood is no great objection. 
Farmhouses of a century ago were heated with fire- 
places almost exclusively. In too many of those of 
to-day the old-fashioned fire-place has been bricked 
up or, if still in evidence, is haidly ever used. The 
cylinder stove, which heats a room very hot, and 
burns up every atom of moisture in the air, has 



44 Priie Designs for kural School Buildings. 

come into favor among people who wonder wlij they 
are less robust, why they are more subject to pneu- 
monia, clironic colds, nervous disorders, and other 
ills than their ancestors were. It would be an inter- 
esting study to determine how much of the much- 
talked-of nervous depletion of the native American 
stock is due to the stoves they have been buying 
for the past half century. Through them they get 
plenty of heat, but no ventilation. 

For the schoolhouse which is not supplied with a 
thoroughly modern system of heating and ventilat- 
ing an open fire-place should be provided. The 
aesthetic value of the fire-place is a matter not to 
be despised. A thoroughly homelike atmosphere is 
created by the bright crackling fire. 

Of course, the fire-place alone will not heat the 
room. A stove must also be used. The office of 
the fire-place is to assist in the ventilation. 

According to State Supt. W. W. Stetson, of Maine, 
one may get very effective ventilation by the use of a 
cold-air box, which should run from an opening in 
the foundation wall, under the door, to a point im- 
mediately beneath the stove. Such an air-shaft 
should be as short and direct as possible. It ought 
to be about thirty inches square for a one-room 
schoolhouse. At either end there should be a 
coarse wire netting, and about one inch inside of this 
netting screens should be stretched similar to those 
used in dwelling-houses to exclude flies. 

The opening "helow the stove ought to have a slide, 

so that the shaft can be completely closed when 

the room is cleaned or sw^ept. About the stove 

should be set a Russia iron jacket. This must be 

L.ofC. 



Healing and yentilation. 45 

fastened firmly to tlie floor. It should rise at least 
eight inches higher than the stove itself. The sides 
of the jacket should be distant at least six inches 
from the stove. Fresh air can then be admitted to 
the room in any required quantity, and is brought 
near enough to the stove to be properly warmed 
before it passes into the room. Could anything be 
simpler ? 

If the schoolroom is supplied with a fire-place, 
as suggested above, warmed thoroughly at least once 
a day, the problem of the ventilation flue will be 
solved. The vitiated air will go up chimney. 
Should there be no fire-place some special construc- 
tion of the chimney or ventilating flue must be 
devired. Such a flue should be at least thirty inches 
square on the inside. One method is to make the 
smoke-stack of heavy sheet iron or thin cast iron, 
eight inches in diameter, and so placed that it will 
be easily connected with the heating apparatus. 
IsText to this will be the ventilating flue. The open- 
ing into this flue should have some sort of register. 
One that is about twenty-eight inches square would 
be of the right size for an average schoolroom. Such 
an opening should be covered with a coarse wire net- 
ting; the cast-iron registers with formal designs 
offer too much hindrance to the passage of heat. 
The register should be very close to the floor. 

The plan of placing the outlet for vitiated air 
very low in the room has now become general among 
schoolhouse architects. Years ago the custom was 
to locate it near the ceiling, on the principle that 
warm air rises, and will therefore pass out most 
easily from the top of the room. A series of e^j- 



46 Pri{e Designs for Rural School Buildings. 

DESIGNS SHOWING RELATIVE DIFFUSION OF HEAT. 



A 




B 




perimcnts perfonned in 1877 by Mr. Warren R. 
Briggs, a well-known architect of Bridgeport, Conn., 
demonstrated that the preceding plan is defective 
becanse of the failure of the air-ciirrents, when in- 
troduced from below and let out above, to reach th^ 



Heating and Ventilation. 



47 




whole room. The accompanying designs in which 
the many lines are used to trace the progress of the 
smoke show the relative diffusion nnder various 
plans. 

In these experiments of Mr. Briggs the gravity 



48 Priie Designs for Rural School Buildings. 

system of heating was pre-siipposed. As this is a 
system which is likely to be used in rural commu- 
nities that have got beyond the jacketed stove, some 
comments upon it are in order. 

Gravity ventilation depends upon the principle 
that heated air rises, and in so doing diffuses itself. 
Most commonly it is effected by bringing hot air 
■into a room through flues that connect directly with 
a furnace in the cellar. In other words the gravity 
system generally means ordinary furnace heat. The 
influx of heated air produces pressure on the sides 
of the room, and thus causes a constant outflow 
through the ventilating flues. 

The greatest objection to the gravity system lies 
in the fact that its cfiiciency depends very largely 
upon the weather. The lower the temperature out- 
side, the greater the quantity of air that can be 
moved. The system is liable to break down in 
spring and fall weather, when the outside air is a 
little too chilly to permit open windows. As it is, 
however, a very simple system, it is in common, use 
throughout the country. 

Steam and hot-water heat are still more com- 
monly employed in school buildings. They require 
a separate system of ventilation. Recent experi- 
ments at Worcester, Mass., where two buildings of 
precisely similar character have been equipped, one 
with steam and one wdth hot-water apparatus, seem 
to prove that hot water is much more economical, 
so far as expenditure of coal is concerned. The 
original cost of installation of a hot-water system 
is^ liowcver, greater than of a steam system, and 



Heating and Ventilation. 49 

there is tlie danger and expense of the freezing and 
bursting of pipes to be taken into account. 

]^o detailed discussion of the various systems of 
steam-fitting is in place in this book. If the trustees 
of a rural schoolhouse purpose installing a steam 
or hot-water plant, they should seek the advice of a 
reliable expert in steam-fitting. This point, however, 
deserves to be made : it is folly to install steam or hot- 
water heating without providing a modern system of 
ventilation. The reason why city flats are so often 
unhealthy is that they are provided with steam heat 
and inadequate means of ventilation. 

Ventilation may be accomplished in a steam-heated 
building by opening an inlet in the wall behind each 
radiator. In this way air is admitted from the out- 
side, warmed by contact with the steam-pipes, and 
made to circulate through the room. This is often 
known as the direct-indirect method of A^entilation. 

Far more satisfactory than this plan is the use of 
ventilation fans. These are of two sorts, one called 
the plenum or pressure fan, which forces air into the 
room; the other, known as the exhaust or vacuum 
fan, draws air out. A school building which is 
thoroughly up to date in all its appointments should 
undoubtedly have one or another of these fans. The 
mechanical system of ventilation thus introduced is 
quite independent of weather conditions. It is ap- 
plicable to supplying cool air in warm weather as 
well as warm air in cool weather. Though expensive 
to install at the start, it is economical in the long run. 
It represents at present the highest achievement in 
ventilation. To expect that country schoolhouses of 
the present day will be equipped with fans is palpably 



5o Fri{e Designs for Kiiral School Buildings. 

al)sur(l. Yet avp iiiav liopo for a time when every 
rural school will have the best in ventilation. 

There is one problem in ventilation which seems 
not yet to have been adequately solved. That is the 
matter of moistening the air. Schoolrooms that are 
properly heated in other respects are often rendered 
very unhealthy by the dryness of the atmosphere. 
The temperature of a schoolroom should be from 08 
to 70° F. ; the humidity, according to Dr. Edw^ard K. 
Shaw, should be not less than 50 per cent. 

One hundred degrees humidity, it should be ex- 
plained, represents air charged wdth all the water 
vapor it can carry. The average humidity of the 
climate of Philadelphia is 69 per cent. This may be 
taken as about normal for the eastern part of the 
United States. 

ISTearly all the systems of heating in use dry the 
moisture out of the air. It is not uncommon to 
find the humidity in a schoolroom as low^ as twenty- 
five per cent. To breathe air as dry as this in the 
school, and air that is heavily charged with moist- 
ure out-of-doors, is to invite all sorts of throat and 
lung difficulties. More colds are due to these dif- 
ferences in humidity than to any other one cause. 

Some of the means that are adopted to humidify 
air may be mentioned. A hot-air furnace generally 
contains a "\vater-pot. The evaporation from this 
helps to keep the air moist. It is rarely, however, 
of sufficient size or well enough placed to do the 
Avork it should do; and there is the likelihood that the 
person wdiose duty it is to fill the pot will neglect it. 

In some cases where hot-air heating is in vogue, 
wet sponges are hung in the influx flues. This is a 



Heating and Ventilation. 



51 



very good arrangement, except tliat the sponges 
must be frequently filled or an automatic drip de- 
vised. 

The excessive dryness of steam heat may be some- 
what lessened if porous clay vessels are placed upon 
the radiator. It is a mistake to suppose that an 
escape of steam from the radiator will effect the de- 
sired result. The steam condenses into water within 
a few inches of the point of emission. 

Where a stream of cold air from the outside is 
brought in upon the radiator, a small pipe can be 
run from one of the steam-pipes so as to emit a small 




The Boyle System of Ventilation, as applied to English school 
with central hall. 



jet of steam into the cold-air passage. This method, 
the invention of Mr. C. H J. Woodbury, of Boston, 
has been found very effective. 

Such, briefly stated, are the main facts about 
heating and ventilation as practiced in American 
schoolhouses. At the Paris exposition of 1900 the 
highest award made for a scheme of ventilating 
schoolhouses was bestowed upon the Boyle system 
of ventilation, which is here shown as applied to an 



52 Pri^e Designs for Rural School Building^. 

English school with central hall. The manner of 
application is easy to recognize. A represents the 
patent air-pump ventilators, the key to the whole sys- 
tem. / stands for the air-inlet brackets; K for the 
air-inlet tubes; L for the ventilating radiators. 

Fig. 2. represents the same system as applied to a 
so-called " national school/' of more than one story. 
A here represents the patent air-pump ventilators; 
E the air-inlet brackets, and F the ventilating radi- 
ators. 

This system would certainly appear to be remark- 
ably simj^le and wholesome. 



Busy CUorR Books and Rdps 

^ Johnson's Education by Doing. 

A book of educative occupation for children in school. It presents the 
actual lessons to be given. It gives concrete methods of work -the very 
aids primary teachers are in search of. Here are just a few of the exer- 
cises it contains, 

IN ARITHMETIC : 
Exercise with blocks to teach Number. 

" " Cards " " Roman Numerals. 

'* " Flags " " Number. 

" " Clock Dials. 

*' " Measures to teach Liquid Measure. 

IN FORM AND GEOGRAPHY: 

Exercises with Pins to teach Form. 

" " Wire" " Curved Lines. 

" " Clay " " Form. 

IN FORM AND COLOR : 

Exercise with Worsted. 

" " Shoe Pegs, 

" " Flags 

These are merely samples of the 58 kinds of exeroises, covering in addi- 
tion to the above subjects, Language, Busy Work »nd other subjects. 
Size. 6 £-8x41-2 inches. 109 pages. Green cloth cover. 50c. ; to teach- 
ers, ^oc. ; postag:e, 5c. 

Kellogg's How to Manage Busy Work. 

By Amos M Kellogg. This is a new book of devices and methods. 
All primary and intermediate teachers and teachers of ungraded schools 
will find in it many helpful suggestions. There are 27 illustrations-. 7t 
contains: 

Occupations in Number. Occupations concerning People. 

"Language. " from chart. 

" " Manual Training. Earth Occupations. 

" with Things. Exhibits. Program for Day's Work. 

This is No. 1 of the "How Series." Size 7% x 5 inches. Limp cloth 
cover. 35 cents. 

Kellogg's Busy Work Cards. 

Series T. These cards are entirely original in plan and have been very 
successful. No busy work published is of equal educational value The 
set contains 12 cards. All different. They are to be given out to pupils 
and contain their own directions for work. The cards are 6M x i^i inches 
in size ; each contain* a lesson in penmanship, in punctuation, in lan- 
guage, in number, and in drawing. This series has slanting writing. I5c. 

.Series II. -Vertical Writing. These are just published. They are 
on the same plan as Series I., but all the lessons are new and the writing 
lessons are in the vertical style. The best results are obtained if you 
have as many cards as there are children in your olas g. There are 12 cards 
in the series and three sotf would supply a class of 36 children. I5c. aset. 

How to Teach Paper Folding and Cutting. 

±5y Lucy E. Latteb. This is a practical manual for primary and kin- 
dergarten teachers. It gives full directions for making 42 different 
figures by folding and cutting. It contains 71 illustrations, showing 
almost every fold. We do not know of any little book on paper-folding 
that is so useful. Limp cloth covers. 35c. 

E.L KELLOGG & CO., ~ 6 1 East gth Street, New York. 



Kellog^s Series of Special Day Books. LaUst and Best f 



How to Celebrate ThanksgiYing and 
Gbristmas in the Schoolroom. 

FOR THE PRIMARY, GRAMMAR, AND HIGH SCHOOL. 

This book consists of Recitations, Songs, Drills, Dialogues, Exercises, and 
Complete Programs for celebrating Thanksgiving, Christmas, and Autumn 
Days in the Schoolroom. Its use will save teachers much time and labor and 
insure an attractive and successful program. 

Two Important Features of the book are the carefully prepared complete 
programs, and the suggestions following every selection as to the most effective 
use of it. This will save the teacher much labor. Attractively bound in heavy 
manila cover. 

PRICE 25 CENTS. POSTPAID. 



A FEW OF THE GOOD THINGS 

in the book are here given. There is room to give only a part of tbecontentaw 

RECITATIONS FOB CHRISTMAS. 

Christmas Eve, A Surprise for Santa Clans, 

Christmas Bells, " ""-"' 

The Very Best Thing, 
The Christmas Tree, 
The Merry Christmas Time, 
The Stocking's Christmas, 



Merry Christmas, 
The Day of Days, 
Kris Kringie, 
Tlie Bells, 
Christmas Echoes, 



EXERCISES. 



What the Months Bring, 
Tlianksglving in the Past and Present. 
Tbie Gifts of the Year, 
The Mistletoe Bough (for Reading and 

Tableau), 
Christmas Tree Drill, 
A Visit from Santa Claus, (Tableaux). 



An Autumn Poet (Bryant), 
In the Autumn, 
Autumn Leaves, 
Autumn ThougQts, 
The Return of Thanksgiving, 
Thanksgiving Exercise for Little 
Children, 

SONGS FOR THANKSGITING. 
Reward of Labor, I A Song of Gladness, 

Thanksgiving Song, What Little Folks Can Do. 

Fill the Bastets, Motion Song for Thanksgiving. 

New Year and Midwinter Exercises 

Recitations, Quotations, Authors' Birthdays, and Special 

Programs for Celebrating New Year and flidwinter 

in the Schoolroom. For the Primary, Grammar 

and High School. 

PRICE, 23 CENTS, POSTPAID. 

Do yen want help in preparing a program for Charles Dickens' birthday, 
Feb. 7th? A Dickens' exercise in this book gives selections from his writings, 
a list from his writings and their purpose, and many interesting things about 
him. It contains also a Robert Burns' Exercise for January 25, which will be 
found excellent. 

In the country schools "A Winter Evening Entertainment," contained in 
this book will occasion a great deal of interest. 

Original recitations and exercises appropriate for the winter months are not 
easy to find. This collection contains excellent ones. 

e. L. KELLOpO & CO. 8 N«w York & Chica^ 



Nature Study Books* 



PAYNE'S ONE HUNDRED LESSONS IN NATURE ABOUT 

MY SCHOOL. By Frank O. Payne. The best teachers' gbide in Nature Study. 
The titles of the chapters will indicate something of the contents of the book; 
Chap. I. — Preliminary Lessons in Observation ; Chap. IL — Lessons on Leaves, Plants, 
and Fruits; Chap; IIL — Lessons on Animals; Chap IV. — Museum; Chap. V.— 
Rainy Day Lessons ; Chap. VL — Lessons in the School Yard ; Chap VIL — Walks 
with the Children ; Chap. VIII. — Collection during Vacation ; Chap. IX. — Devices and 
Helps in Nature Study, Book of Reference, &c. Handsomely bound in cloth. Price, 
f i.oo ; to teachers, 8o cents ; postage, lo cents. 

KELLOQG'S HOW TO TEACH BOTANY. 

A manual of Methods and of Plans for Work in Plant-Study. By A. M. Kbllogc. 
Just published. Every teacher can make a beginning in Nature Study in a successful 
way by following the guidance of this book. It was made for the busy, earnrst 
teacher, who wants help to make her work the best possible. It is fully illustrated. 
Bounrf in limp cloth. Price, 25 cents, postpaid. 

SHERriAN'S FLORAL ALBUfl. 

For Plant Analysis, Description, and Drawing. Arranged for beginners in plaat 
study by E. C. Sherman. Two opposite pages are devoted to each plant ; on one are 
forms for plant description and the other is to be used for drawings of parts of the 
plant. An analysis accompanies the above-mentioned pages, simple enough so that 
it may be used successfully by those unacquainted with technical botany. It is illus- 
trated. It is simpler and cheaper than any other plant analysis. Price, l5 ce»«ts. 
Write for special rates for introduction. 

WOODHULL'S MANUAL OF HOME-MADE APPARATUS. 

It will be especially helpful from the fact that it will enable teachers in district 
schools and teachers of intermediate and grammar grades to do successful work in 
easy science.. It gives directions for making cheaply the apparatus needed to illustrate 
ordinary principles of physics, chemistry, and physiology. Cloth, fully illustrated. 
Price, 50 cents ; to teachers, 40 cents ; postage, 5 cents. 

WOODHULL'S SinPLE EXPERIHENTS FOR THE 

SCHOOL-ROOM. By Prof John F. Woodhull, of the New York College for Train- 
ing of teachers. It contains Experiments with Paper, Wood, a Candle, Kerosene, 
Kindling Temperature, Air as Agent in Combustion, Products of Complete Combustion, 
Currents of Air, etc. — Ventilation, Oxygen of the Air, Chemical Changes. In all there 
are 91 experiments described, illustrated by 35 engravings. Price, 50 cents ; to teaeb> 
«rs, 40 cents ; by mail, 5 cents extra. 



E. L. KELLOGG & CO., 6i E. 9tti Street, New Yoflr^ 



NOV 26 1901 



NOV 13 ISUi 

HELPS IN 

^^ANAGEMENT AND DISCIPLINE. 

Hughes' Securing and Retaining Attention. 

By JAMES t. HUGHES, Author of " Mistakes in Teaching." 

If you know how to gain and retain the attention of your pupils, hall 
the battle is won. You will easily be successful. If not. school lite will 
be a burden. One of the most successful teachers has written the beet 
book on this subject. All teachers may add to their power by a study of 
it. This is the only authorized edition published in the United States and 
any other offered you is incomplete. 

Size, 6Hx4l4 inches, 90 pages. Cloth binding, 50c.; to teachers, 40c.; 
postage, 5c. 

Hughes' How to Keep Order. 

By JAMES L. HUGHES, Author of "Mistakes in Teaching." 

This is one of the most practical helpful little books for the teachers 
ever written. It should be owned and read and re-read by every young 
teacher and every teacher who finds the problem of discipline a hard 
one to solve. If you fail in keeping order you fail in everything. The 
advice and suggestions given in this book come from the trained teacher 
who knows what to do and what not to do. The study of it will show 
you the way to success in discipline- This is No. 8 of the Teachers' 
Manuals Series. 15c. 

Kellogg's School Management. 

By AMOS M. KELEOGG, Editor of "The School Jonrnal." 

This book is entirely devoted to this point -the most difScult of all 
school work— the governmeut of a schuol, and it is filled with original 
and practical ideas on the subject. It is invaluable to the teacher who 
desires to make his school " well-governed." 1. It suggests methods of 
awakening au interest in the studies and in school work. 2. It suggests 
methods of making the school attractive. 3. Above all, it shows that the 
pupils will be self-governed when well governed. It shows how to de- 
velop the process of sel .'-government 4. It shows how regular attention 
and courteous behavior may be secured. 

CHAPTER HEADIHGS.— Preface. Introductory. Visit to a Well-Man- 
aged School. Love for the Work. Principles Which Underlie School 
Management. The Teacher in the School-Eoom. Regular Attendance. 
Discipline or Training. Penalties. The Teacher Must Interest his Pu- 
pils Must Fully Employ his Pupils. Must Conduct his Work Systema- 
tically. Miscellaneous Suggestions. School Amusements. Unruly. Pu- 
pils. This book goes straight to the point in a plain, practical way. It 
is a very useful book and is widely read and studied. 

Size, 65^x4!^ inches. 124 pages. Cloth binding, 50c.; to teachers, 
40c.; postage, 5o. 

Fitch's Art of Securing Attention. 

By J. G. FITCH, Author of "Eectures on Teaching." 

The art of securing attention is at the foundation of all discipline 
and its mastery essential to success. This Uttle book, by one of the 
greatest teachers of our time is full of helpful advice — it gives the founda- 
tion principles. There is no teacher who will not be helped by it. 
Topical headings aid the student. 15c. 

E. L. KELLOGG & CO., 61 E. 9th St., N. Y. 



' '■'; ■ :.i*;>,*-'',\*:>^Vii.)i 
LIBRARY OF CONGRESS 



029 448 940 A 




